A comparison can be made between an object at the start of, and then after, a change. Examples of change include a change in mass of an animal due to growth.

Describe changes in measurement using knowledge of multiplication and division

Maths

Compare and describe lengths using knowledge of multiplication

Solve comparison and change problems using multiplication

Compare and describe lengths using knowledge of division

Solve comparison and change problems using division

Solve problems involving comparison and change

Compare and describe measurements involving mass and capacity

Compare and describe measurements involving time and money

Use knowledge of multiplication and division to solve comparison and change problems

Solve comparison and change problems in a range of contexts

In this unit pupils will learn to compare and describe measurements using multiplication and division. In the future unit pupils will apply memorised unit conversions to convert between units of measure with larger to smaller units and smaller to larger units and solve problems involving converting between units of time and money. 

 In the prior unit pupils used their knowledge of decimal place value to convert between and compare metres and centimetres and explained that different lengths can be composed additively and multiplicatively. In this unit pupils will learn to compare and describe measurements using multiplication and division.

In this unit pupils will learn to compare and describe measurements using multiplication and division, applying their understanding of scaling as a structure of multiplication.

Compare and describe measurements using knowledge of multiplication and division

An iceberg has melted to one quarter of its original mass. It was 1,600 kg. Which table represents this?

An iceberg has melted to one quarter of its original mass. It was 1,600 kg. Which calculation would you need to work out the new mass of the iceberg?

An iceberg has melted to one quarter of its original mass. It was 1,600 kg. The new mass of the iceberg is {{ }} kg.

Jacob had £250 when he opened his bank account. Now he has one tenth times his original amount. Which fraction is missing from the arrow in the table?

Jacob had £250 when he opened his bank account. Now he has one tenth times his original amount. How much money has Jacob spent?

Sam had £15. Now she has £60. How many times the original amount does she have now? Sam has {{ }} times the original amount.

Jacob and Sam both walk to school. It takes Izzy 18 minutes. It takes Sam one sixth times as long. Does this table represent the times?

Jacob and Sam both walk to school. It takes Izzy 18 minutes. It takes Sam one sixth times as long. It takes Sam {{ }} minutes to walk to school

Izzy plays the whole 90 minutes of a football match but Jacob has to leave after one third of the match. How long did Jacob play for? Jacob played for {{ }} minutes.

Sam saved £120. Jacob saved one quarter times as much money as Sam. Which representation shows this?

Sam saved £120. Jacob saved one quarter times as much money as Sam. Which calculations would you need to work out how much money Jacob and Sam saved together?

Match the amounts of money that Sam and Jacob might have saved from the information in the table.

This lesson was made for home learning during the pandemic.

Describe changes in measurement using knowledge of multiplication and division

Lesson outcome

This lesson was made for home learning during the pandemic.